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Murphy, Patricia D.; And Others Consumer Education Curriculum Modules: A Spiral-Process Approach. 3. Decision Process. North Dakota State Univ., Fargo. Coll. of Home Economics. Office of Education (DHEW), Washington, D.C. 74 OEC-0-72- 113p.; For related documents, see CE 001 793-5; CE 001 797 Superintendent of Documents, U. S. Government Printing Office, Washington, D. C. 20402 (Stock Number 1780-01284, $17.75 for 5 volume set)
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DESCRIPTORS Adult^ Students;^ Behavioral^ Objectives;^ *Consumer Education; *Course Content; *Curriculum Guides; *Decision Making; High School Students; Performance Criteria; *Spiral Curriculum; Teaching Techniques IDENTIFIERS North^ Dakota
ABSTRACT The Decision Process curriculum module is part of a consumer education series (grades 9-14; adults, including^ elderly) that emphasizes a process approach with a spiral organization. The process approach helps the student in a changing consumer world^ to function rationally and in a manner consistent with personal values, while the spiral organization emphasizes recurring experiences with the same basic processes as well as progressive process development and expansion. Eight pages of decision process assessment items^ are included for teachers to use for student pre-assessment and lesson planning. The decision process module involves six objectives: (1) recognizing a decision-problem, (2)^ considering^ alternatives,^ (3) clarifying alternatives, (4)^ predicting^ consequences,^ (5)^ analyzing alternatives, and (6) ordering alternatives, A section in the guide is devoted to each of these six objectives and clarifies the objectives and consumer competency with sample teacher-learner dialogue that includes both suggested teacher response and possible learner response. Teachers may decide to administer a post-assessment which is identical to the pre-assessment. (EA)
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PatriciaD.Murphy,Director HelenPyleCavanaugh CarolGeer JanePlihal LaVonneElsbemd MaxineNorman
ts
DevelopedanddisseminatedpursuanttograntNo.OEC-0-72- withtheU.S.OfficeofEducation
underPartI CurriculumDevelopmentinVocationalandTechnicalEducation
VocationalEducationAmendmentsof1968,PublicLaw90- bythe CollegeofHomeEconomics NorthDakotaStateUniversity Fargo,NorthDakota 1974
ForsalebytheSuperintendentofDocuments,
. U.S.GovernmentPrintingOffice Washington,D.C. Pric4$17.75perset Stockno.1780-
ii
BESTCOPY AVAIIABLE
ACKNOWLEDGMENTS
Theprojectstaffexpressesappreciationforthevaluablecontributionsmadebymanyindividuals tothisproject.Thecommentsandsuggestionsoftheseindividualsinfluencedrevisionswithin themoduleswhichmakethematerialsrelevantforuseinvariousteaching-learningsituations.
Weareespeciallygratefultothemanyteacherswhogavegenerouslyoftheirtimetoparticipate inthefieldtestingofthematerials.Withouttheparticipationoftheseteachersandtheirlearners, thefieldtestingcouldnothavebeenmeaningful.Theinfluenceofthefieldtestingbyt;Iese dedicated,professionalteachersinsuredtheappropriatenessof thematerialsforthelverse situationsinwhichconsumersareeducated.Theirparticipationwas absolutelyessentialto theproject.
WeappreciatethesupportfortheprojectgivenbytheState Supervisorsandtheirsuggestions ofteachersforthefieldtesting.Wealsoappreciatethecomments madebytheeducators, teachersandsupervisorswhoreviewedandcritiquedthe materials.
Thesupportandadvicegivenbymembersofthenational-levelAdvisoryCommitteeisgreatly appreciated.MembersoftheAdvisoryCommitteemadedetailedreviewsofthematerialsand assistedinmanyways.Theyprovidedabroadviewpoint andvariedexpertiseonconsumer education.Wewishtoexpressspecialgratitudetothe membersoftheAdvisoryCommittee fortheircontributions.
Dr.BarbaraChandler,ProgramOfficer OfficeofAdultVocationalTechnic& ManpowerEducation BureauofOccupationalAdultEducation U.S.OfficeofEducation Washington,D.C.
Dr.RuthDeacon,Head FamilyEconomicsandHomeManagement OhioStateUniversity Columbus,Ohio
TerryFinlayson,Director ConsumerInformationServices Sears,RoebuckandCompany Chicago,Illinois
MamieHardy,CurriculumConsultant ChangingTimesEducationService Washington,D.C.
RosemaryHarzmann,Directorand StateSupervisor HomeEconomicsEducationand ConsumerEducation StateDepartmentofEducation Trenton,NewJersey
Dr.RuthP.Hughes,Head HomeEconomicsEducation IowaStateUniversity Ames,Iowa
LouisaLiddell,AssociateDirector FutureHomemakersofAmerica Washington,D.C.
Dr.LeeRichardson DirectorforEducation&Finance OfficeofConsumerAffairs DepartmentofHealth,Education,&Welfare and DirectorforConsumerEducation President'sCommitteeonConsumerAffairs Washington,D.C.
SatenigS.St.Marie DirectorofConsumerAffairs EducationalandConsumerRelations J.C.PenneyCompany,Inc. NewYork,NewYork
Dr.HelenThal,Director EducationServices InstituteofLifeInsurance NewYork,NewYork
90' WethankBerthaG.King,EducationProgramSpecialistforHome EcuilomicsEducation,U.S. OfficeofEducation,whoservedastheUSOEmonitorforthe project.Wegreatlyappreciate hercounselandencouragementwhichfacilitatedtheprogressoftheproject.
Theprojectstaffrecognizesthevaluablecontributionsofadvisors andconsultantsfromthe threestatesofMinnesota,NorthDakotaandWisconsininthe developmentandevaluationof thesematerials.MembersoftheTri-StateCouncilincluded: LylaMallough,JaniceTemplin, AudreyGrote.andFlorenceStater.MinnesotaStateDepartmentofEducation;MajoieLovering andKarenBotine,NorthDakotaBoardforVocational Education;FlorenceLauscherandHelen Sheve.WisconsinDepartmentofPublicInstruction;Christine NickelandMargaretApel,Wis- consinBoardforVocationalEducation;Dr.FernHorn,UniversityofWisconsin-StevensPoint; andDr.ElizabethA.Monts,UniversityofWisconsin-Madison.Dr.DouglasAnderson,educa- tionalstatistician,UniversityofMinnesota,servedasthestatisticalconsultant.
WegivespecialthankstoNorthDakotaStateUniversity, especiallythefacultyandstaffin theCollegeofHomeEconomics,whosharedtheirmaterialsandtalents;toDr.MaryWallum, editor.forhercommentsandsuggestions;toElliottHaugen andJamesNelson,systems analysts,fortheirexpertiseinassemblingthestatisticaldata;toPatrickBurkhart, artstudent, fordesigningthecovers;toPeterMunton,chairman,DesignDepartment,for designingthe model:andtothepre-serviceteacherswhovolunteeredtoexperimentwithsomeofthelearn- ingsinthemodules.
Wefurtherwishtoacknowledgetheinvaluablecontributionsofthe projectsecretaries,Diane JaskenandLornaDanvers,whotypedthemanydraftsandrevisionsofthematerials; andto ourstudentaides,SueBrudvik,LaurieLeier,LynnRerick,AndreaSheldon,andCynthia Wallacewhotrackeddownreferences,cataloguedresources,scoredassessmentitems,and preparedillustrations.
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- SupportSystemfortheDecisionProcess - 101flavorstoomany - Headlines - There'smorethanoneway - Sketchesforslides - Interview - Signboard - Geniebottleforsale - Who'sintheright? - HowsatisfiedamIwithchoicesI'vemade - Relocationgameboard - Movers'scoresheetandprofiles - Rulesforrelocationgame - Alternativecards - Playmoney - Yes!No! - Situationsandalternatives - Whatshouldbedone? - TheJohansons - Whatmighthappen?
- Resources
- RelatedReadings
BEST COPYAVAIIABLE
THETEACHINGOFCONSUMEREDUCATION
ConsumerEducationCurriculumModules:ASpiral-ProcessApproachhasbeendeveloped tomeetaneedexpressedbyteachers.Theneedisforcurriculummaterialsthatleadlearners tofunctionasquestioning,creative,andcriticalconsumers.Thissetofmodulesisdirected towarddevelopingthesequalitiesbyfocusinguponthecrucialroleoftheprocessesbywhich informationisacquired,valuesareexplored,decisionsaremade,andactionistaken.The modulescontainlearningswhichguidelearnerstowardinternalizingandmasteringthese processes.
Theprocessapproachisnewinci.onsumereducation.Itfacilitateslearningwhichenables thestudentinachangingconsumer'worldtofunctionrationallyandinamannerconsistent withhisvalues.Thespiralorganizationemphasizesrecurringexperienceswiththesamebasic processes.Theprocessesarefurtherdevelopedandexpandedastheyappearagainandagain.
Rationale
Manymodelsanddefinitionsofconsumereducationhavebeenproposed.ItisgenerkAilyagreed thatconsumereducationhasavalueorientation.Itisoftenimpliedthatthegoalistodevelop "goodconsumers."However,whatismeantby"good"isnotusuallydefined.Isthe"good consumer"theonewhodoesthebestjobofstlisfyingpersonalandfamilyneedsandwants. oristhe"goodconsumer"theonewhooperatesinsuchawayastofurthertheeconomic healthofsociety,orarethereyetothercharacteristicsofthe"goodconsumer"?
Becausethefactualcontentofconsumereducationincreasesgreatlyandchangesrapidly,it isnotpossibletoteachconsumers"everythingtheyneedtoknow."Inorderforconsumersto usethevastamountofavailableinformation,theyneedtobeawareofandskilledinthose processesthatassistconsumersinsorting,interpreting,andanalyzingthisinformation.As consumersinternalizetheprocessesofinquiry,valuing,decision,andconsumeraction,they developintegratedconsumerbehavior.
Merelyexposingthelearnertoavarietyofprocessesisnotsufficient.Hemustlearnthenature oftheprocess,knowwhereandhowitcanandhasbeenused,andbeinvolvedhimselfin usingtheprocess.Thecurriculummustprovideepisodesforinferring,forsynthesizing,for judging,fortheconfrontationwithissues,andforassessingandpredictingconsequences. Whatismostimportantisnotwhatfactsthestudentslearnbutrathertheprocessestheylearn tousetodeveloptheirideas.Thus,thedecisionwasmadetodevelopmodulesthatfocused onprocessratherthanontheacquisitionofinformationorcontent.
TheFramework
Extensivereviewofcurriculummaterialsinconsumereducationprovidedthebackgroundfor thedevelopmentofaframeworkforteachingconsumereducation.Theframeworkspecifies valueorientationsandidentifiesconsumerproficiences. Itcanbeobservedthatconsumers displayavarietyofdifferentbehaviors.Thesebehaviorsaregroupedalongacontinuumfrom egocentrictoother-centered.Thecontinuumisdividedintolevelstoaidinidentifyingthe learner'sprogress.Theframeworkservesasanorganizationaltoolandisnotintendedto representmutuallyexclusivestages.Consumerbehaviormaturesanddevelopswiththe assistanceoftheprocesswecalleducation.(Theentireframeworkisfoundonpagexii.)The followingisasummaryoftheframework.
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Theprocessofvaluingincludes:
1.recognizingvaluecomponentsofasituation 2.consideringvalue-relevantbehavior 3.clarifyingvaluesexemplifiedandidentifyingconflictingvalues 4.hypothesizingaboutvaluesourcesandsupportingthehypothesis 5.analyzingvaluealternativesandhypothesizingaboutpossibleconsequences 6.examiningvaluepreferences
Theprocessofdecisionbringstogethertheresultsof,!leinquiryandvaluingmodulesendfurther includes: 1.recognizingadecision-problem 2.consideringalternatives '3. clarifyingalternatives 4.predictingconsequences 5.analyzingalternatives 6.orderingalternatives
Theprocessofconsumeractionrepresentsaculminationoftheothersandincludes: 1.recognizingissues 2.consideringevidenceandalternativeactions 3.clarifyingconsumeractions 4.organitngevidenceandselectingactions 5.analyzingactionsandacceptingconsequences 6.initiatingandevaluatingactions
Thesetofmodulesisdesignedtoteachproficiencyinperformingprocessesessentialto intelligentconsumerbehavior.
UseoftheModules
Recognizingthatcurriculummaterialsaremoreeffectivewhenadaptedbytheteacherfor specificgroupsoflearners,themoduleshavebeendevelopedforteacheruse.Themodules areintendedforflexibleuseandareappropriateforlearnersfromgrade9throughadults, in classornon-classsituationsandwithvocationalyouthgroups.Manyoftheactivitiescanbe adaptedbytheteacherforindependentlearningandindividualizedinstructionsituations.
Pre-andpost-assessmentdevicesareincludedtoassistinmeasuringlearning.Thematerials arecompetency-basedandincludeinstructionalobjectivesandlearningactivities. Resources andrelatedreadingsarealsoincluded.
Eachlearningexperienceisbuilttoteachaprocessorportionthereof.Infiniteadaptationsare possible.Experiencesmaybeused"asis"toteachconsumerproficienciesoradaptedand supplementedwithotherlearnings.Forinstance,alessonmayincludeasituationaboutthe consumerproblemsofanautomobilepurchaser.Thesituationcouldbereplacedwithone abouttheconsumerproblemsofgroceryshoppers.
ConsumerEducationCurriculumModules:ASpiral-ProcessApproachisnotdesignedto replaceexistingcurriculummaterials.Rather,itistohelptheteacheralterthefocusofpresent instructioninconsumereducationbyprovidingthemeansforemphasizingtheprocesses necessaryforthedevelopmentofcompetentconsumers.
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FRAMEWORK
TheConsumerEducationCurriculum"'modules:ASpiral-ProcessApproachwasdevelopedto helpanindividualassumeresponsibilityforgainingsatisfactionandanimprovedwell-beingfor himselfandothersinpresentandfuturegenerationsbydevelopingconsumercapabilities,skills andunderstandings.Consumerwell-beingisastateofexistence(life)characterizedbytherational approachtotheconsumptionofgoodsandservicesinamannerconsistentwithvaluesinfluenced byaconcernforone'sfellowmanandthepreservationoftheenvironment.Oustersofobservable behaviorandimpliedatts.udeshavebeendescribedtodelineateconsumergrowth.Thelevelsare seenasbuildingupononeanotheruntiltheconsumerultimatelyshowsinvolvementandcommit- mentthroughhisbehavior.Theactivitiesofthemoduleshavebeendesignedtofacilitategrowth towardLevel!V.
LevelIconsumerschoose,buy,anduseaccordingtotheirpresentneedsand wants.Theyhaveonlyasketchyideaoftheirrolesasconsumersandahazy notionoftheirrealneedsandwants.Theytendtobeimpulsive,unawareof conditionsthatinfluencetheirbehavior,andsecurewiththeirpastpatternsfor acquiring.Inshort,thereislittleevidenceofcriticalthinkingemployedatthis stage.
LevelIIconsumersarepartofthecurrentconsumermovement.Theyhave knowledgeofthedecisionprocesswhencarryingoutmanyoftheircomsumer activities.Theyhaveapseudosophisticationinthemarketplace.Theirwell- intendedinvolvementinbetteringtheenvironmentandsocialwell-beingforall mayresultindemandsbaseduponhalf-truthswhichdisregardthelong-range implicationsoftheiractions.Valueclarificationisjustbeginningatthislevel.
LevelHIconsumers'behaviorshowstheresultsoftheintegrationoftheirper- sonalvalueswithjudgmentsbaseduponfacts.Theyattempttoassessthe effectsofspin-offsbeforecarryingoutdecisions.Theyarestronglyinfluenced bythetotalenvironment bothpresentandpredicted.
LevelIVconsumerssetprioritiesandexercisetheirinfluenceuponthepublic andprivatesectorsoftheeconomytoimproveconditionsforpresentandfuture generations.Theyarethe"superstars"amongconsumers,promotingchangeor thestatusquointheinterestofcontinuedandimprovedwell-beingofall.They aretrulyinvolvedintheroleofpublicdecision-maker.
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CONSUMERCOMPETENCY:
Theconsumerwilluseatalevelofmas-
terytheInquiryProcessinrelationto
consumerbehavior.
CONSUMERCOMPETENCY:
Theconsumerwilluseatalevelofmas-
terytheValuingProcessinrelationto
consumerbehavior.
CONSUMERCOMPETENCY:
Theconsumerwilluseatalevelofmas-
terytheDecisionProcessinrelationto
consumerbehavior.
CONSUMERCOMPETENCY:
Theconsumerwilluseatalevelofmas- terytherationalconsumerActionProcess inrelationtoconsumerbehavior.
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OBJECTIVE:
Havingcompletedtheplannedlearnings
inInquiry,thelearnerwilldemonstrate
useoftheinquiryprocessatalevel of
masteryby: 1)recognizingaproblem 2)consideringtentativesolutions 3)clarifyingterms 4)collectingdata 5)analyzingdata 6)applyingconclusion
OBJECTIVE:
Havingcompletedtheplannedlearnings
inValuing,thelearnerwilldemonstrate
useofthevaluingprocessatalevelof
masteryby: 1)recognizingvaluecomponents 2)consideringvalue-relevantbehavior 3)clarifyingvaluesexemplified 4)hypothesizingaboutvaluesources 5)analyzingvaluealternatives 6)examiningvaluepreferences
OBJECTIVE:
Havingcompletedtheplanned!earnings
inDecision,thelearnerwilldemonstrate
useofthedecisionprocessatalevelof
masteryby: 1)recognizingadecision-problem 2)consideringalternatives 3)clarifyingalternatives 4)predictingconsequences 5)analyzingalternatives 6)orderingalternatives
OBJECTIVE:
Havingcompletedtheplanned!earnings
inAction,thelearnerwilldemonstrate
useoftherationalconsumeraction
processatalevelofmasteryby: 1)recognizingissues
2)consideringevidenceandalternative
actions 3)clarifyingconsumeractions 4)organizingevidenceandselectingactions 5)analyzingactionsandacceptingconse- quences 6)initiatingandevaluatingactions
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INTRODUCTIONTOTHEDECISIONPROCESS
Thedecisionsthatconsumersmustmakeduringthisdecadewillnotnecessarilybesimilarto theconsumerdecisionsthatwillbemadeinthenextdecade.Eachcitizen,whetherdepen- dent,unemployed,working,orretired,mustmakepublicandpersonaldecisionswhichaffect notonlytheindividual'slifebutalsothecommunityandthewelfareoffuturegenerations.
Thedecisionprocessbringstogethertheresultsoftheinquiryprocessandthevaluingproc- ess.Inorderfortheconsumertofunctionatthehigherlevelsofconsumerbehavior,decision skillsmustbemastered.Theseskillsincluderecognizingadecision-problem,considering alternativesintermsofvaluesandknowledge,predictingconsequencesofalternativesand supportingthepredictions,analyzingalternativesintermsofthepredictedconsequences,and orderingalternativesonthebasisofvalueprioritiesandacceptabilityofconsequences.For additionalinformationabouttheprocessofdecisionthereaderisreferredtoRelatedread- ings,page127.
Leamingsareincludedwhichinvolvestudentsinbothindividualandgroupdecisionskills.The mainobjectiveofalllearningswhichfollowistohelpconsumersgainalevelofmasteryinthe processofdecision.Becausetopicschosenserveasavehicletoteachaprocess,theteacher shouldadaptthelearningsbysubstitutingissuesofinteresttothestudents.
AdministeringtheDecisionProcessPre-Assessment
BeforebeginningtousethelearningexperienceswithinDecisiontheteachermaywishto administeragroupofpre-assessmentquestionsfromamongthosepresentedintheDecision
processassessmentitems,pages3-17.TheMatrixof decisionprocessassessment
items,page75,maybeusedasaguideinselectingquestions.
Thispre-assessmentprovidesevidenceregardingeachlearner'sabilitytoperformtheobjec- tivesofthedecisionprocesspriortoparticipatinginthelearningexperiences.Suchevidence isusefulinplanninglessonstomeettheeducationalneedsoflearners.Fromthedecision pre-assessmentresults,theteachercanidentifythoseobjectivesoftheprocesswhichrequire greatestemphasis.
Whatisbeingevaluatedisthelearner'sabilitytoperformthedecisionprocess. The
learnerisnotbeingtestedforknowledgeofspecifictopics.Therefore,thetopicsoftheassess- mentquestionsandthetopicsofthelearningexperiencesneednotbethesame.
TheAnswerkeyforthedecisionprocessassessmentitemsisfoundonpage74.No
formforthelearneranswersheethasbeenincludedsincetheteacherwillwanttoselect fromamongthequestionsthosewhichareappropriateforaparticulargroupoflearners.As learnersre-encounterthedecisionprocess,theteachercouldselectmorecomplexassess- mentquestions.
Sincelearnerswilitakethesameevaluativequestionsfollowingthedecisionprocesslearning experiencesselectedbytheteacher,thecopiesofthequestionsmaybereusedforthepost- assessment.Ifthisprocedureisfollowed,theteacherwoulddirectlearnersto respondto questionsonananswersheetoronablanksheetofpaper.
Acomparisonofthelearner'spre-assessmentandpost-assessmentresponses willhelp measurewhetherandtowhatextentthelearnerhasdevelopedthestatedConsumerCompe- tencyforDecision.(Directionsforadministeringthedecisionprocess post-assessmentare foundonpage73.)
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